Contextul istoric al educației incluzive în Republica Moldova: esenţă, funcții, trăsături [Articol]

Abstract

The contemporary world educational community pays special attention to creating conditions for equal access of all students to quality education. In the context of the global transition from the integrative to the inclusive model of education, the problem of forming effective pedagogical and organizational mechanisms that would ensure the inclusion of all children, including those with special educational needs, in a single educational space becomes urgent. For the Republic of Moldova, this task is of particular importance. Historically, the country’s education system was based on a medical (segregationist) model, which existed for more than six decades, which led to the consolidation in the public and professional consciousness of the division between special and general education. Despite the creation of the normative-legal framework, the development of resource centers and the organization of interaction between the levels of education management, significant difficulties persist in practice: teachers do not fully possess diagnostic tools, clear criteria for the formation of inclusive classes are not developed, signs of a formal approach to inclusion and professional burnout of staff are observed. In the context of these challenges, the development and implementation of universal pedagogical competencies of inclusive education, necessary for building an inclusive educational space, capable of ensuring quality education for all children, is of particular importance. This requires not only the professional training of teachers, but also changes in the architectural, methodological and managerial infrastructure of educational institutions. The study of the historical context and contemporary trends in the development of inclusive education in the Republic of Moldova is relevant both from a theoretical and practical point of view. It allows for the identification of key barriers and the determination of effective ways to form a sustainable inclusive education system that meets international standards and the social needs of the country.